Publication Date
| In 2026 | 0 |
| Since 2025 | 43 |
| Since 2022 (last 5 years) | 316 |
| Since 2017 (last 10 years) | 811 |
| Since 2007 (last 20 years) | 1306 |
Descriptor
| Fidelity | 1311 |
| Program Implementation | 1311 |
| Intervention | 553 |
| Program Effectiveness | 499 |
| Program Evaluation | 218 |
| Faculty Development | 216 |
| Positive Behavior Supports | 188 |
| Elementary School Students | 185 |
| Teacher Attitudes | 174 |
| Evidence Based Practice | 168 |
| Student Behavior | 151 |
| More ▼ | |
Source
Author
Publication Type
Education Level
Audience
| Teachers | 12 |
| Administrators | 10 |
| Practitioners | 10 |
| Policymakers | 9 |
| Researchers | 6 |
| Counselors | 1 |
| Parents | 1 |
| Students | 1 |
Location
| California | 58 |
| Texas | 36 |
| North Carolina | 34 |
| Florida | 33 |
| Minnesota | 29 |
| Virginia | 23 |
| Wisconsin | 23 |
| Pennsylvania | 22 |
| Massachusetts | 20 |
| Illinois | 19 |
| Maryland | 19 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 22 |
| Meets WWC Standards with or without Reservations | 50 |
| Does not meet standards | 19 |
An Examination of Methods for Increasing Teachers' Treatment Fidelity for Special Education Students
Direct linkKendra Michael – ProQuest LLC, 2024
Treatment fidelity is essential for predicting student outcomes and discerning between intervention ineffectiveness and invalid implementation. Despite its significance, research on treatment fidelity within Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks is limited. Despite their moderating role in…
Descriptors: Special Education, Intervention, Fidelity, Outcomes of Treatment
Kade R. Downs – ProQuest LLC, 2024
The current implementation fidelity narrative in education is one written in federal legislation (e.g., ESSA, 2015; IDEA, 2004) and peer-reviewed journals (e.g., Chu et al., 2020; Noell et al., 2014). While teachers represent a significant force for the implementation of evidence-based practices in schools, their experiences and wisdom are often…
Descriptors: General Education, Program Implementation, Fidelity, Master Teachers
Peer reviewedAnthony Osuna; Katie Sabini; Eryca Yamane; Jaqueline Flores; Naomi Pierce; Jocelyn Lemus-Valle; Ty Vernon – Journal of Autism and Developmental Disorders, 2024
Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to…
Descriptors: Adults, Autism Spectrum Disorders, Social Media, Computer Mediated Communication
Michael C. O'Dellick – ProQuest LLC, 2024
This study explained how Career and Technical Education (CTE) teachers perceived the impact of School-Wide Positive Behavior Intervention and Supports (SWPBIS) on their self-efficacy for classroom management in part-time career and technical centers. In addition, CTE teachers identified and explained the impact of SWPBIS on Students With…
Descriptors: Vocational Education, Vocational Education Teachers, Teacher Attitudes, Positive Behavior Supports
Kate A. Helbig; Stefanie R. Schrieber; Keith C. Radley; James R. Derieux – Journal of Educational and Psychological Consultation, 2024
Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while…
Descriptors: Social Development, Interpersonal Competence, Elementary School Students, Students with Disabilities
Scheibel, Gretchen; Chen, Pei-Yu; Zaeske, Lauren M.; Wills, Howard P.; Zimmerman, Kathleen N. – Journal of Positive Behavior Interventions, 2023
Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention…
Descriptors: Program Implementation, Fidelity, Self Evaluation (Individuals), Intervention
Minkos, Marlena L.; Winter, Emily L.; Trudel, Sierra M. – Journal of Special Education, 2023
Alternative education (AE) settings support students with significant social-emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing…
Descriptors: Student Behavior, Behavior Modification, Nontraditional Education, Program Implementation
Cortez-Garza, Lilia – ProQuest LLC, 2023
The problem addressed by this study was that School-wide Positive Behavioral Interventions and Supports (SWPBIS) is not consistently being implemented with fidelity by special education teachers in urban high schools in California, which can have negative academic and behavioral impacts on students with disabilities. This qualitative descriptive…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Urban Schools
Download full textRhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Journal of Positive Behavior Interventions, 2023
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
Treatment Integrity of Primary (Tier 1) Prevention Efforts in Tiered Systems: Mapping the Literature
Buckman, Mark Mathew; Lane, Kathleen Lynne; Common, Eric Alan; Royer, David James; Oakes, Wendy Peia; Allen, Grant Edmund; Lane, Katie Scarlett; Brunsting, Nelson C. – Education and Treatment of Children, 2021
Treatment integrity is an important component of rigorous educational research. Information about the extent to which an intervention was implemented as planned provides necessary context for interpreting student outcomes. In the context of increasing use of tiered systems in schools, treatment integrity takes on additional practical importance.…
Descriptors: Intervention, Student Needs, Program Effectiveness, Prevention
Barrett, Courtenay A. – Journal of Educational and Psychological Consultation, 2021
Coaching has been widely implemented to support the delivery of evidence-based practices in schools. Although coaching is effective in rigorous research studies, scholars question the effective translation of coaching in authentic schools. Data systems that monitor the fidelity and impact of coaching offer one solution to address three…
Descriptors: Coaching (Performance), Systems Approach, Information Systems, Fidelity
Perna, Laura W.; Wright-Kim, Jeremy; Leigh, Elaine W. – Education Policy Analysis Archives, 2021
Although "free tuition" programs are politically popular, some worry that these programs will exacerbate inequity. Scholars note that program outcomes depend on implementation, but few have probed the contextual conditions that contribute to differences in implementation or the consequences of implementation for equity. To address this…
Descriptors: Community Colleges, College Programs, Equal Education, Program Implementation
Summer Terrell – ProQuest LLC, 2021
The topic of focus in this study was the implementation of Positive Behavior Intervention and Supports (PBIS) with fidelity. The problem addressed was that PBIS strategies were not being consistently and effectively implemented for students diagnosed with Emotional and Behavioral Disorders. The purpose of this descriptive, qualitative study was to…
Descriptors: Teachers, Positive Behavior Supports, Intervention, Program Implementation
Training Direct Service Personnel in Functional Communication Training with Adults with Disabilities
Emily Gregori; Mandy Rispoli; Leslie Neely; Catharine Lory; So Yeon Kim; Marie David – Journal of Developmental and Physical Disabilities, 2021
Adults with intellectual and developmental disabilities (IDD) may engage in challenging behavior. These behaviors present challenges to support staff who often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach support staff a…
Descriptors: Adults, Intellectual Disability, Developmental Disabilities, Behavior Modification
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
